Abstract A critical gap persists in understanding the feasibility of implementing Global Englishes (GE) innovations across educational settings, and limited quasi-experimental research examines how GE-aligned interventions influence pre-service teachers’ beliefs, practices, and emerging professional identities. Using a quasi-experimental mixed-methods design, this study investigates the effects of English as a Lingua Franca (ELF)-informed practices embedded in an elective course on 27 pre-service English teachers’ attitudes toward English diversity and their self-efficacy in using and learning English. The data were collected via pre- and post-surveys, as well as participants’ written reflections and in-class response tasks. Quantitative data from the surveys were analysed using descriptive statistical procedures in SPSS, while qualitative data were examined through open, axial, and selective coding in MAXQDA. The findings showed a significant increase in self-efficacy and greater acceptance of non-native English teaching materials. While changes in attitudes toward English diversity were not statistically significant, participants reported growth in cultural awareness, global perspectives, pedagogical knowledge, and communicative competence. Many also anticipated integrating culturally responsive and globally oriented practices into their future classrooms. These findings highlight the potential of ELF-informed pedagogy to strengthen teacher education by fostering intercultural awareness, professional development, and preparedness for teaching in linguistically and culturally diverse contexts.
Nur Gedik Bal (2026) studied this question.